Language Educators Assemble

📚📖💬 𝗟𝗔𝗡𝗚𝗨𝗔𝗚𝗘 𝗔𝗖𝗤𝗨𝗜𝗦𝗜𝗧𝗜𝗢𝗡. We have always heard of this body of research, but some of us might have encountered or know little about the key insights generated from within. That’s what this article is all about: tailored for beginners with a keen curiosity to open the doors to the world of research on 𝗟𝗔𝗡𝗚𝗨𝗔𝗚𝗘 𝗔𝗖𝗤𝗨𝗜𝗦𝗜𝗧𝗜𝗢𝗡, from the basics of first language acquisition to the intricacies of second and third language learning! 🧠🗣️📖 Ever wondered when language development start? To what extent is L2 instruction effective? Do bilingual children get confused over languages during childhood? Find out about basic insights to all these questions, and more! #education #language #languageteaching #languagelearning #languageeducation #languageacquisition #languagedevelopment #languageeducators #languageteachers #linguistics #appliedlinguistics #bilingualism #multilingualism #firstlanguageacquisition #FLA #L1acquisition #secondlanguageacquisition #SLA #L2acquisition #thirdlanguageacquisition #TLA #L3acquisition #childlanguageacquisition #bilingualacquisition #BLA

𝗔𝗿𝗲 𝘆𝗼𝘂 𝗮𝗹𝘀𝗼 𝗮 𝗹𝗮𝗻𝗴𝘂𝗮𝗴𝗲 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝗳𝗿𝘂𝘀𝘁𝗿𝗮𝘁𝗲𝗱 𝘄𝗶𝘁𝗵 𝗖𝗵𝗮𝘁𝗚𝗣𝗧? I can relate to the disappointment felt when we attempt to share the deeper elements of our craft, only to be dismissed by students who seem focused solely on efficiency and style. However, if we reframe our perspectives, we can appreciate that finding one’s voice as a student (or even ourselves on an ongoing basis) is an iterative process - regardless of whether the language used is a L1 or L2. This was the case before the emergence of ChatGPT. We guide students through their struggles. Even when they leave us, there is still space for improvement (I mean, who don't?). Their exploration and discovery must continue on their own, influenced by the relevance of writing in their lives. With ChatGPT and similar LLM-powered tools, there is a false sense of readiness among students after they submit assignments. My sense is that they are submitting with the mindset that it is the best representation that they can garner with whatever available tools they have (akin to before nevertheless). How do we then give feedback that it is not? Is it a problem with the process or the product, or both? Do our learners even genuinely assume that they have attained the desired learning outcomes by the submission? Bringing our learners through these processes of inquiry and discovery is our mission as an educator. These are pedagogical challenges that could be thought through the pedagogical frames, in collaboration with our colleagues too (we need not be alone). I can recognise the frustrations and challenges involved, but I will not endorse the quitting. Because once we quit, the status quo will just flow as it is and we have failed to embody the struggling that we hope our students will. I'm not so sure that's what we want. If you are one such language educator who is also finding your way through this, let's talk and struggle together. No, not quitting for this reason.

Each book we dive into is a new adventure, a chance to step into someone else’s shoes, and a way to expand our understanding of different perspectives. Yes, I speak that even for those books that are oriented to exposition and argumentation - they speak to us a view of another individual that is worth exploring. So, what’s on your reading list? Most importantly, what's on our learners' reading list?

𝐀𝐫𝐞 𝐰𝐞 𝐨𝐧 𝐭𝐡𝐞 𝐛𝐫𝐢𝐧𝐤 𝐨𝐟 𝐚 𝐟𝐮𝐭𝐮𝐫𝐞 𝐰𝐡𝐞𝐫𝐞 𝐫𝐞𝐚𝐝𝐢𝐧𝐠 𝐛𝐨𝐨𝐤𝐬 𝐛𝐞𝐜𝐨𝐦𝐞𝐬 𝐚 𝐥𝐨𝐬𝐭 𝐚𝐫𝐭? I truly hope that’s not the case. The ability to engage with extensive texts—both comprehensively and critically—is essential for linguistic growth and critical thinking while also powerful supplements to emotional intelligence and general knowledge. I previously shared an article discussing the decline in reading among youths in this space. I thought this article further raises an important point: it’s not only social media competing for attention, but educators are also moving away from using books in their curricula. I understand that expecting students to read many books in a short time may seem overly ambitious today. Yet, I still remember the challenging journey my language and literature teachers took us on with longer novels—those experiences nurtured my lasting love for reading. They might seem daunting, but they are certainly achievable and well worth the effort. It’s an investment in our learners' future. So, fellow language educators, let’s 𝐦𝐚𝐤𝐞 𝐫𝐞𝐚𝐝𝐢𝐧𝐠 𝐚 𝐩𝐫𝐢𝐨𝐫𝐢𝐭𝐲. Let’s focus on more than just quick reads; let’s embrace the value of extended reading.

Yes, LEA should be having updates soon once I am more settled in. The hiatus will soon be over~

You might have noticed that LEA has not posted for a while. It’s not deliberate – there was still progress in content creation, but many things have since happened. In a nutshell, I’m on a significant journey of transition in my professional role from that of a curriculum specialist and instructional designer to a PhD candidate. It’s been quite a journey, in working out various possible proposals and looking for suitable supervisors. I am pleased to announce that I will be pursuing my PhD adventures at the University of Reading in the UK. This is my personal quest to immerse myself in research in linguistics and language education more deeply, with the ultimate goal of developing theoretically grounded and evidence-based approaches that can be applied effectively to various domains of practice, including policymaking, curriculum planning, instructional design, teaching, and parenting. My relocation from Singapore to Reading will involve substantial preparations and a settling-in period, further complicated by the needs of my family, which includes children of various ages. This transition, although challenging, will also provide a unique learning experience which I hope to spend more time reflecting on with my family. In light of this, LEA will experience an extended period of reduced productivity (since it is by far a one-man show), with new content creation and updates being sporadic at best. Once I have settled in Reading, I am committed to resuming regular updates as before. As I settle into my new surroundings in Reading, UK, I am also eager to engage with like-minded individuals who share my passion for language, linguistics, and education. While online interactions have been a valuable means of connecting with readers and followers, there’s no substitute for in-person conversations and the exchange of ideas that can occur in a face-to-face setting. If you ever find yourself in London or Reading, I would be delighted to meet with you and discuss topics of mutual interest. Whether it’s exploring the intricacies of language acquisition, debating the role of technology in education, or simply sharing experiences and insights, I am confident that our conversations will be enriching and thought-provoking. For those who may not be able to meet in person, I’ll continue to engage with you through email and social media. Your feedback and engagement are invaluable to me, and I look forward to continuing our online conversations. As I embark on this new chapter in Reading, I’m truly excited of the opportunities ahead to gather more wisdom, so that I can be a more powerful enabler of language, linguistics, and education. May LEA continue to be your source of inspiration – and let’s look forward to the new LEA a few months ahead!

💣Have you encountered the latest bomb dropped in publishing? Taylor & Francis, a leading global publisher, has recently decided to sell access to research articles written by academic authors to Microsoft’s AI expansion. This outrageous move (perhaps characterised as audacious for some) raises disturbing questions about how we should prepare for what could be a new age of “legalised plagiarism”. The implications of this decision are significant: it may change the dynamics of how we perceive and use academic research in the future. As these AI systems become well-trained with vast amounts of data from academic papers, there'll be a high likelihood of public using parts or ideas from these papers without explicit citation or acknowledgment. This could undermine the hard work, dedication, and scholarship of the original authors and researchers. Yet, this is a complex issue. On one hand, it seems like a clear violation of intellectual property rights. But on the other hand, AI-powered technology like this can lead to wider accessible sharing of academic wisdom. So, where do we stand? And how should we, as a community that has benefited immensely from academic research, prepare for this potentially revolutionary shift in the way we view plagiarism? How do we re-evaluate our definitions, rules, and regulations pertaining to intellectual property in the age of AI? I know this topic has been floating around for many creatives. Now it's landed right at our doorstep. I’m curious to hear your thoughts on this matter. Have you faced similar situations where your work was used or replicated without proper recognition? How did you deal with it? And where do you see this new era of AI-plagiarism heading in the future?

Have our learners ever felt stuck in trying to navigate a new language? In learning anything new, especially when we already have an existing operating system, we tend to stick to the habits within that framework. Unlearning, is an essential process to cultivate new linguistic habits. What are your strategies in supporting your learners in the emergent stage? Share with us!

Is it more advantageous for bilingual children to use their languages separately or fluidly in a mix? Following my post on family language policy, I found this study an ideal spotlight for many parents in bilingual families. It provides insights to the concerns of parents - which scholars should aim to address in future research.

Often, in our quest for methods and strategies, we may overlook the most crucial aspect for a child - the relationship itself. It's essential to remind ourselves that the role of a caring companion growing alongside the child can be most critical - in language learning too!